• 디지털융복합연구
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• 제16권10호
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• pp.301-311
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• 2018

본 연구의 목적은 보건계열 대학생들에게 적용한 시뮬레이션 기반 연합프로그램이 자기효능감, 사회적 문제해결능력 및 대학생활 적응에 미치는 효과를 검증하고자 시도되었다. 본 연구 방법은 비동등성 대조군 전후설계의 유사 실험연구이다. 시뮬레이션 기반 연합프로그램에 참여한 실험군은 68명, 프로그램에 참여하지 않은 대조군은 68명이었다. 연구결과 자기효능감(z=-4.70, p<.001)과 대학생활 적응(t=2.03, p<.05)이 실험군에서만 유의한 향상이 확인되었다. 그러나 실험군과 대조군 간의 사회적 문제해결 능력(z=-1.87, p=.061)에는 차이가 없었다. 본 연구를 통해 시뮬레이션 기반 연합프로그램이 보건계열 대학생의 자기효능감과 대학생활 적응을 향상시키는데 효과적이라는 사실이 입증되었다. 따라서 사회적 문제해결 능력을 증진시키기 위한 효과적인 시뮬레이션 기반 연합프로그램이 개발되어야 하고 관련 연구가 더 필요할 것으로 제언한다.

• 공학교육연구
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• 제18권5호
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• pp.59-66
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• 2015

In the on-line pre-learning which is applied in this study, on line pre-learning, in-class, post-learning are circulated together in the same experiments. The on-line pre-learning has been tried to 136 students in A junior college in Seoul for 3 years. The effects of their self-regulated learning are as follows. First, the self-regulated learning ability has increased by 0.42 point. The point after the self-regulated learning and before it is 3.24 and 3.66 respectively. Second, cognitive regulation, motivational regulation and behavioral regulation have also increased. Out of them, cognitive control has increased the most. Metacognitive strategy is higher than cognitive strategy. In conclusion, the result shows that the on-line pre-learning is helpful to develop the self-regulated learning ability and it is also suitable to teaching-learning method for junior college.

• Human Ecology Research
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• 제55권2호
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• pp.193-204
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• 2017

This study examines the effect of 5-year-old children's mathematical problem solving ability and their self-esteem based on the Havruta method using math storybooks. The subjects of this study were 40 5-year-old students attending a kindergarten in the Incheon area: 20 students comprised the treatment group and 20 students comprised the control group. An instrument originally created by Ward (1993) but adapted by Hwang (1997) and later modified by Ryu (2003) was used to test the children's mathematical problem solving abilities. A modified version (Kim, 1997) of an instrument developed by Harter and Pike (1984) was used to measure children's self-esteem. Test results were analyzed using SPSS ver. 18.0 for Windows. The findings are as follows. First, the treatment group that had Havruta classes utilizing math story books was found to improve significantly more than the control group in their mathematical problem solving ability. Havruta classes had positive effects on children's mathematical problem solving abilities. Second, there was no significant difference found between the two groups in terms of self-esteem when the children's self-esteem was compared after Havruta classes that utilize math storybooks. It may not be possible to see immediate changes in children's self-esteem because positive parent and teacher feedback had the strongest influence on 5-year-old children's self-esteem, as opposed to self-learning. The results of this study provide meaningful basic data for Havruta classes that focus on questions and discussions through math story books to increase children's mathematical problem solving abilities in the child education field.

• 한국생활과학회지
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• 제24권6호
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• pp.741-753
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• 2015

The purpose of this study was to investigate whether elementary children's time-use and self-regulated learning ability was different according to gender and whether children's gender and time-use effects self-regulated learning ability. Participants were 2,122 children who participated in KCYPS longitudinal study from their first grade to third grade. Time-use was reported by children's parents. Children's self-regulated learning is invented by Yang(2000). Components of self-regulated learning scale was achievement value, mastery goal orientation, action control, academic time management. The major findings were as follows. First, children's self-regulated learning was different according to chidren's gender. Girls' achievement value, mastery goal orientation, academic time management scores were higher than the boys'. Second, children's daily time was different according to their gender. Third, children's daily time-use affected their self-regulated leaning, however children's gender didn't.

• 성인간호학회지
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• 제22권4호
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• pp.375-383
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• 2010

Purpose: The purpose of this study was to examine if simulation training affects new graduate critical care nurses' knowledge, self-efficacy, and performance ability in emergency situations. Methods: Forty new graduate critical care nurses were randomly assigned to either an experimental or a control group. The experimental group had didactic with simulation. The control group received only didactic without simulation about emergency situations. The data were collected before and after the training interventions. An independent t-test used for difference among variables. Results: There were no significant demographic differences between the two groups or any differences on data collected knowledge, self-efficacy and performance ability. Following the training, there were significant performance ability scores (p<.001) among the nurses receiving didactic with simulation. There were no significant difference between the two groups relative to knowledge scores (p=.117), or the self-efficacy scores (p=.100). Conclusion: This study showed that simulation training for new graduate critical care nurses is useful to improve performance ability on emergency situations. Hence, providing simulation training to critical care nurses during an orientation period would improve quality of critical care nursing and help the new graduates nurse's adaptation.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권3호
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• pp.299-311
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• 2010

The purpose of this study was to examine the effects of abstraction offer of basic concept principle and feedback of self-efficacy attributional and mathematical study ability of math underachievers in high school based on the attribution theory and self-efficacy theory. The hypothesis were posed as below : Hypothesis 1: The experimental group that takes the abstraction offer of concept principle and attributional feedback training would be better at most self-efficacy than the control group that doesn't. Hypothesis 2: The experimental group that takes the abstraction offer of concept principle and attributional feedback training would have better math achievement than the control group that doesn't. They were divided into an experimental group and a control group, and the attribution disposition, self-efficacy and academic achievement of the children were measured by pretest and posttest. For data analysis, SPSS/PC+ program was employed and t-test was conducted. The main findings of this study were as below : First, the abstraction offer of concept principle and attributional feedback training was effective for enhancing the math self-efficacy in high school underachievers. Second, the abstraction offer of concept principle and attributional feedback training was effective for increasing the math achievement in high school underachievers.

• Journal of Information Processing Systems
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• 제18권4호
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• pp.510-523
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• 2022

Considering the problems of poor control effect, weak disturbance rejection ability and adaptive ability of two-wheeled self-balanced robot (TWSBR) systems on undulating roads, this paper proposes a fuzzy neural network active disturbance rejection controller (FNNADRC), that is based on fuzzy neural network (FNN) for online correction of active disturbance rejection controller (ADRC)'s nonlinear control rate. Firstly, the dynamic model of the TWSBR is established and decoupled, the extended state observer (ESO) is used to compensate dynamically and linearize the upright and displacement subsystems. Then, the nonlinear PD control rate and FNN are designed, and the FNN is used to modify the control parameters of the nonlinear PD control rate in real time. Finally, the proposed control strategy is simulated and compared with the traditional ADRC and fuzzy active disturbance rejection controller (FADRC). The simulation results show that the control effect of the proposed control strategy is slightly better than ADRC and FADRC.

• 여성건강간호학회지
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• 제27권4호
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• pp.388-404
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• 2021

Purpose: The purpose of this study was to examine the effects of team-based learning (TBL) on nursing students' communication ability, problem-solving ability, self-directed learning, and nursing knowledge related to high-risk pregnancy nursing. Methods: This quasi-experimental study used a nonequivalent control group pretest-posttest design. The participants were 91 nursing students allocated to an experimental group (n=45) and a control group (n=46). The experimental group received TBL lectures three times over the course of 3 weeks (100 minutes weekly) and the control group received instructor-centered lectures three times over the course of 3 weeks (100 minutes weekly). Data were collected by questionnaires from September to November, 2019. Data were analyzed using the chi-square test, paired t-test, and independent t-test. Results: After the intervention, the mean scores of problem-solving ability (t=-2.59, p=.011), self-directed learning (t=4.30, p<.001), and nursing knowledge (t=3.18, p=.002) were significantly higher in the experimental group than in the control group. No significant difference in communication ability was found between the experimental and control group (t=1.38, p=.171) Conclusion: The TBL program was effective for improving nursing students' problem-solving ability, self-directed learning, and nursing knowledge. Thus, TBL can be considered an effective teaching and learning method that can improve the learning outcomes of high-risk pregnancy nursing in women's health nursing classes. The findings suggest that TBL will be helpful for future nursing students to develop the nursing expertise necessary for providing nursing care to high-risk pregnant women.

• 대한간호학회지
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• 제36권8호
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• pp.1301-1307
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• 2006

Purpose. To determine the effects of provision of information on mother's problem focused coping ability during their child's intravenous procedure. Methods. Data were collected from 56 mothers whose children have admitted to pediatric ward in the hospital. The participants included 27 intervention group mothers and 29 control group mothers. For the information intervention, 'Programmed Information for Parental Coping before Intravenous Procedure (PIPC- IP)', video program was made based on self-regulation theory for the experimental group mothers. Mother's coping ability was measured by parental supportive behavior, parental beliefs and Profile of Mood State (POMS). Results. Mothers who received PIPC-IP showed significantly higher levels of supportive behavior (t = 3.55, p = .005) and Parental Beliefs (t = 2.95, p = .005), but no significant difference in negative mood on POMS (t = .15, p = .87) compared to mothers in the control group. Conclusions. These results demonstrate that PIPC-IP is an effective intervention to increase the supportive behaviors and beliefs of mothers' problem focused coping ability but not the negative mood.

• 한국산학기술학회논문지
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• 제18권9호
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• pp.302-314
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• 2017

본 연구는 간호대학생을 대상으로 인성, 간호전문직관, 자기효능감 및 자기주도학습능력 간의 관계를 파악하고, 자기주도학습능력에 영향을 미치는 요인을 확인하기 위함이다. 연구는 자가보고식 설문지를 이용하여 2017년 5월 22일부터 6월 8일까지 J도에 소재하는 396명의 간호대학생으로부터 자료를 수집하였다. 자료분석은 t-test, ANOVA, $Scheff{\acute{e}}$ test, Dunnett T3 test, Pearson's correlation coefficient, hierarchical regression analysis로 분석하였다. 연구결과, 간호대학생들의 인성 평균 $3.93{\pm}0.47$점, 간호전문직관 평균 $3.83{\pm}0.48$점, 자기효능감 평균 $3.53{\pm}0.59$점 및 자기주도학습능력 평균 $3.63{\pm}0.51$점이었다. 인성, 간호전문직관, 자기효능감은 자기주도학습능력과 양의 상관관계에 있었고, 위계적 회귀분석 결과, 간호대학생들의 자기주도학습능력에 영향을 미치는 요인은 수업참여도, 전공만족도, 주도적 삶에 대한 인식, 자아통제, 의지 및 능력, 습관 및 자기효능감이었다. 그러나 간호전문직관은 통계적으로 유의미한 영향이 없었다. 이러한 결과에 따라 간호대학생의 자기주도 학습능력을 향상시키기 위해서는 인성함양을 위한 프로그램 개발이 필요하며, 교육과정 내에 자아효능감, 간호전문직관을 향상시킬 수 있는 전략이 필요하다.